Project – The Impact of Teachers’ Competence on Students’ Performance in English Language in WAEC and NECO. A Study of Selected Schools in Kano

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is universally acknowledged as the foundation for national development and individual empowerment. Within the Nigerian educational system, English Language holds a central place as it serves as the official language, medium of instruction, and the language of assessment at all levels of education. Competence in English Language is therefore essential for students’ academic success, especially in external examinations such as the West African Examinations Council (WAEC) and the National Examinations Council (NECO). However, students’ performance in English Language in these examinations has continued to generate concern among educators, parents, and policymakers across Nigeria (WAEC Chief Examiner’s Report, 2022).

Teachers play a vital role in determining students’ academic performance. Teacher competence refers to the combination of knowledge, pedagogical skills, subject mastery, and professional attitude that enable teachers to deliver effective instruction and facilitate learning (Darling-Hammond, 2017). In English Language teaching, teacher competence involves the ability to communicate fluently, explain grammatical structures effectively, apply appropriate teaching methods, and assess students accurately (Afolabi & Alao, 2020). When teachers lack competence in these areas, it can lead to students’ poor comprehension, grammatical errors, and low achievement in English Language examinations.

In Nigeria, English Language remains a compulsory subject in both WAEC and NECO examinations, and failure to obtain a credit pass in the subject often disqualifies students from gaining admission into tertiary institutions (Federal Ministry of Education, 2018). Despite this importance, reports have shown that a large number of students continue to perform poorly in English Language. The WAEC report (2022) indicated that only about 48% of candidates obtained credit and above in English Language nationwide. Factors responsible for this persistent underperformance include inadequate teacher preparation, ineffective teaching methods, lack of instructional materials, and poor classroom management.

In Kano State, where the majority of students speak Hausa as their first language, English Language poses additional challenges. Many students struggle with comprehension and writing, making teacher competence even more crucial in bridging linguistic and instructional gaps. The ability of teachers to adopt learner-centered approaches, integrate local contexts, and use modern pedagogical strategies can significantly influence students’ understanding and performance (Ibrahim & Yusuf, 2021).

Given the crucial role teachers play in shaping students’ outcomes, it becomes essential to investigate the impact of teachers’ competence on students’ performance in English Language in WAEC and NECO examinations, focusing on selected secondary schools in Kano State.

1.2 Statement of the Problem

Over the years, the performance of secondary school students in English Language in WAEC and NECO examinations has remained below expectations. Despite the government’s efforts to provide qualified teachers, many schools still employ teachers with limited subject mastery or poor pedagogical competence. This has raised questions about the relationship between teachers’ competence and students’ academic outcomes.

In Kano State, the situation appears more challenging due to the linguistic environment, inadequate exposure to English Language outside the classroom, and limited instructional resources. Many English Language teachers also lack continuous professional development and rely on outdated teaching methods. As a result, students often exhibit poor grammar, limited vocabulary, and weak comprehension skills, which are reflected in their low performance in national examinations (Nwachukwu, 2021).

This study therefore seeks to examine the extent to which teachers’ competence influences students’ performance in English Language in WAEC and NECO examinations in selected secondary schools in Kano State.

1.3 Objectives of the Study

The main objective of this study is to examine the impact of teachers’ competence on students’ performance in English Language in WAEC and NECO examinations in selected secondary schools in Kano State.
The specific objectives are to:

1. Determine the extent to which teachers’ subject mastery affects students’ performance in English Language.

2. Examine how teachers’ pedagogical skills influence students’ learning outcomes in English Language.

3. Assess the relationship between teachers’ communication skills and students’ achievement in WAEC and NECO English Language examinations.

4. Identify challenges affecting teachers’ competence in the teaching of English Language in secondary schools.

1.4 Research Questions

The following research questions will guide the study:

1. To what extent does teachers’ subject mastery affect students’ performance in English Language?

2. How do teachers’ pedagogical skills influence students’ learning outcomes in English Language?

3. What is the relationship between teachers’ communication skills and students’ achievement in WAEC and NECO examinations?

4. What challenges hinder teachers’ competence in the teaching of English Language in Kano State?

1.5 Research Hypothesis

H₀: Teachers’ competence has no significant effect on students’ performance in English Language in WAEC and NECO examinations in selected schools in Kano State.
H₁: Teachers’ competence has a significant effect on students’ performance in English Language in WAEC and NECO examinations in selected schools in Kano State.

1.6 Significance of the Study

The findings of this study will be valuable to several stakeholders in the education sector. For teachers, it will highlight the areas where professional competence needs strengthening, encouraging continuous professional development. For school administrators and policymakers, the study will provide empirical evidence on the importance of teacher quality in improving students’ outcomes in English Language. It will also assist curriculum planners and teacher training institutions in reviewing teacher preparation programs to ensure they meet current educational standards. Furthermore, this study will contribute to academic literature on the relationship between teacher competence and student achievement in core subjects.

1.7 Scope of the Study

This study focuses on selected public and private secondary schools in Kano State, Nigeria. It specifically examines the impact of teachers’ competence—measured through subject mastery, pedagogical skills, and communication ability—on students’ performance in English Language in WAEC and NECO examinations. The study will involve English Language teachers and senior secondary school students (SS2 and SS3) who have taken or are preparing for these examinations.

1.8 Operational Definition of Terms

• Teacher Competence: The combination of subject knowledge, pedagogical skills, classroom management, and professional attitude required for effective teaching (Darling-Hammond, 2017).

• Students’ Performance: The measurable achievement of students in English Language as reflected in grades or scores obtained in WAEC and NECO examinations.

• English Language: A compulsory subject in Nigerian secondary schools and a major language of instruction and assessment.

• WAEC (West African Examinations Council): A regional examination body responsible for conducting the West African Senior School Certificate Examination (WASSCE).

• NECO (National Examinations Council): A national examination body in Nigeria responsible for conducting the Senior School Certificate Examination (SSCE).

1.9 Organization of the Study

This study is organized into five chapters. Chapter One introduces the background, problem statement, objectives, research questions, and hypothesis. Chapter Two reviews relevant literature on teacher competence and student performance. Chapter Three presents the research methodology, including design, population, sampling, and data analysis methods. Chapter Four focuses on data presentation and interpretation, while Chapter Five summarizes findings, draws conclusions, and provides recommendations.

Project – The Impact of Teachers’ Competence on Students’ Performance in English Language in WAEC and NECO. A Study of Selected Schools in Kano